Web of Science: 17 citations, Scopus: 20 citations, Google Scholar: citations,
Analyzing students' learning progressions throughout a teaching sequence on Acoustic Properties of Materials with a model-based inquiry approach
Hernández Rodríguez, María Isabel (Universitat Autònoma de Barcelona. Centre de Recerca per a l'Educació Científica i Matemàtica)
Couso, Digna (Universitat Autònoma de Barcelona. Centre de Recerca per a l'Educació Científica i Matemàtica)
Pintó, R. (Roser) (Universitat Autònoma de Barcelona. Centre de Recerca per a l'Educació Científica i Matemàtica)

Date: 2015
Abstract: The study we have carried out aims to characterize 15- to 16-year-old students' learning progressions throughout the implementation of a teaching–learning sequence on the acoustic properties of materials. Our purpose is to better understand students' modeling processes about this topic and to identify how the instructional design and actual enactment influences students' learning progressions. This article presents the design principles which elicit the structure and types of modeling and inquiry activities designed to promote students' development of three conceptual models. Some of these activities are enhanced by the use of ICT such as sound level meters connected to data capture systems, which facilitate the measurement of the intensity level of sound emitted by a sound source and transmitted through different materials. Framing this study within the design-based research paradigm, it consists of the experimentation of the designed teaching sequence with two groups of students (n = 29) in their science classes. The analysis of students' written productions together with classroom observations of the implementation of the teaching sequence allowed characterizing students' development of the conceptual models. Moreover, we could evidence the influence of different modeling and inquiry activities on students' development of the conceptual models, identifying those that have a major impact on students' modeling processes. Having evidenced different levels of development of each conceptual model, our results have been interpreted in terms of the attributes of each conceptual model, the distance between students' preliminary mental models and the intended conceptual models, and the instructional design and enactment.
Note: Número d'acord de subvenció SAS6-CT-2006-042942
Rights: Tots els drets reservats.
Language: Anglès.
Document: article ; recerca ; acceptedVersion
Subject: Model-based inquiry ; Learning progressions ; Design-based research ; Acoustic properties of materials ; Secondary school ; Teaching–learning sequence
Published in: Journal of science education and technology, Vol. 24, núm. 2-3 (2015) , p. 356-377, ISSN 1059-0145

Adreça alternativa: https://link.springer.com/article/10.1007/s10956-014-9503-y
DOI: 10.1007/s10956-014-9503-y


Post-print
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The record appears in these collections:
Research literature > UAB research groups literature > Research Centres and Groups (scientific output) > Social and Legal Sciences > The Research Centre for Science and Mathematics Education (CRECIM)
Articles > Research articles
Articles > Published articles

 Record created 2018-10-26, last modified 2019-09-17



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